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The Rudolf Steiner Archive

a project of Steiner Online Library, a public charity

Search results 111 through 120 of 252

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27. Fundamentals of Therapy: Typical Cases of Illness
Tr. E. A. Frommer, J. Josephson

Rudolf Steiner
Also the mother of the child, and the mother's sister. Diagnosis led us from the illness of the child to that of her mother and of the sister.
On the first day after arrival home the child had a convulsion, which recurred daily for the next two months. During the attacks the child became stiff, with the eyes deviated.
This showed itself in the uselessness on the right side in the child. We had now to relate the condition of the child to that of the mother. The latter was thirty-seven years old when she came to us.
59. Spiritual Science and Speech 20 Jan 1910, Berlin
Tr. George Adams

Rudolf Steiner
Closer examination would show that it contains far more than the mere portion which has been elaborated by the Ego into the consciousness soul, and which may be called the physical vehicle of the consciousness soul. Again, the etheric body is much more complicated than the vehicle of the intellectual or mind soul, and the astral body more complicated than the vehicle of the sentient soul.
Nobody will doubt, even if he only observes human life superficially, that as man works from his Ego in the consciousness soul, intellectual soul and sentient soul, he is also transforming and changing the physical body.
When the child expresses itself thus, its mother comes to it and the child notices that an outer occurrence corresponds to the expression of joy poured into the sound “Mamma.”
322. The Boundaries of Natural Science: Lecture VIII 03 Oct 1920, Dornach
Tr. Frederick Amrine, Konrad Oberhuber

Rudolf Steiner
By this time a person is less intensively connected to that within than he was as a child. A child is closely bound up inwardly with human equilibrium, movement, and life. Something else, however, is evolving simultaneously during this emancipation of balance, movement, and life.
It is extremely interesting to observe in detail the way in which a child gradually finds his way into life, orienting himself by means of the senses of taste, smell, and touch.
While on the one hand we have penetrated into our inner being and have deepened our power of Imagination, on the other hand we have raised what resulted from our mental work on The Philosophy of Freedom up out of ordinary consciousness. Thoughts that formerly had floated more or less abstractly within pure thinking have been transformed into substantial forces that are alive in our consciousness: what once was pure thought is now Inspiration.
347. The Human Being as Body, Soul and Spirit: Early Earth Conditions (continued) 23 Sep 1922, Dornach
Tr. Automated

Rudolf Steiner
That is no longer the case. But the earth is constantly changing and will also look quite different in the future than it does today. But what can we see from all that we have learned now?
In the past, people used to count in lunar months when talking about the gestation period of a child in the womb. Where did this come from, gentlemen? Because it was still known that the development of the child in the womb is connected to the moon.
What is fertilized there, what becomes an egg inside, is only a replica of the old earth egg. So it is no wonder that when the child is born, the moon story still haunts it, and even the time during which the child is carried is determined by the moon.
69b. Knowledge and Immortality: Knowledge and Immortality 19 Feb 1910, Düsseldorf

Rudolf Steiner
That it need not be so can be seen if one accepts the experiences of clairvoyant consciousness. What knowledge of the sensory world is comes about through the stimulus of the sensory world.
But this moment must take place through his will, in full consciousness. He would be like a sleeper if he could awaken nothing in his own soul. But although all outer impressions fall silent, he learns to unfold strong powers; he draws out of the deep recesses of his soul what slumbers there.
That is also a matter of development. A four-year-old child cannot count. But it would be a false conclusion to say that this is not a human being, because humans can count.
67. The Eternal human Soul: The Supersensible Human Being 18 Apr 1918, Berlin

Rudolf Steiner
While you dwell on the thing, you discover: what you bring up as memory is, actually, subconscious knowledge, a deeper level of consciousness in which our usual ego does not live. However, this consciousness penetrates the force of growth.
In our usual consciousness, we perceive the physical corporeality. This subconsciousness perceives this corporeality in us.
Our corporeality stimulates our ego in the usual consciousness from without. We collide in the usual consciousness with our body; this stimulates our ego-idea.
302. Education for Adolescents: Lecture Seven 18 Jun 1921, Stuttgart
Tr. Carl Hoffmann

Rudolf Steiner
Try to visualize this situation in Greece. The child grew up, revered a person in his or her early thirties. On reaching the age of twenty-one, the child strongly felt: “Now I have to find someone of my own age.”
Outside, they said, “everything is blossoming, thriving, growing, and ever changing. All this is also working in me.” The activity of the Greek’s own etheric body, imagined in this way, was not beyond experience.
No, the positive forms will come to us as though by themselves when we observe in this way. We shall arrive at a judgment of each child, need not speak about it, because it will be mobile within us. We can then raise it to consciousness, and we shall conduct our lessons according to the numerous judgments that live and surge in us, as the whole of the animal kingdom is living in true thought forms.
79. Paths to Knowledge of Higher Worlds 26 Nov 1921, Oslo
Tr. Unknown

Rudolf Steiner
This imaginative knowledge brings forms into our consciousness, forms which are experienced just as livingly as any sense-perception. But they have a peculiar quality of their own.
If the tableau of which I have spoken has been suppressed, so that an empty consciousness is established, then we have an empty consciousness for a certain time; this can be achieved if we suppress merely a concept.
When we are subjected to hallucinations or suggestions, the ordinary consciousness is entirely supplanted by a pathological consciousness. In the state of consciousness which Anthroposophy strives to reach for the attainment of knowledge of higher worlds, the essential thing is to maintain our ordinary consciousness in its full extent, so that we keep our sound common sense and our calm state of mind while ascending to the higher worlds.
310. Human Values in Education: Descent into the Physical Body, Goethe and Schiller 18 Jul 1924, Arnheim
Tr. Vera Compton-Burnett

Rudolf Steiner
It is very easy to think that a child can be educated and taught if one observes only what takes place in childhood and youth; but this is not enough.
What one usually does today is to study the child—even if this is done in a less external way than I described yesterday—in order to discover how best to help him.
Walking is only the crudest expression of this process. Before learning to walk the child is not exposed to the necessity of finding his equilibrium in the world: now he learns to do this.
304a. Waldorf Education and Anthroposophy II: Education and the Moral Life 26 Mar 1923, Stuttgart
Tr. Ruth Pusch, Gertrude Teutsch, Roland Everett

Rudolf Steiner
Now let’s assume that a child has witnessed in the surroundings repugnant scenes from which the child had inwardly recoiled in terror.
For together with this consolidation of trust, the moral character of the child also becomes consolidated. At first it was only latent in the child; now it becomes inwardly more anchored and the child attains inner firmness.
This new relationship can be properly served by bringing to the child at this time the grammar and logic inherent in language. One can tackle practically every aspect of language if, instead of rashly bringing to consciousness the unconscious element of language from early childhood, one makes this translation in a way that considers the child.

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